Special Education Behavior Specialist - Teacher

• Highly Qualified Licensed Teacher with a Behavioral Background;
• NMPED Level III Teacher Licensure or Master's Degree;
• Strong knowledge of Behavior Managements Skills and the principles of Applied Behavior Analysis (ABA);
• Strong knowledge of NVCPI, PBS, FBA & BIP processes; and
• Leadership experience in Behavior Management for general education and special education students/teachers.

• Board Certified Behavior Analyst (BCBA) or Board Certified Assistant Behavior Analyst (BCaBA); and
• Minimum of 5 years exemplary experience in Behavior Management.

• Demonstrated strength in Behavior Management & verbal interventions and de-escalation skills;
• Understanding of state and district Behavioral Guidelines;
• Strong communication, collaboration and training/presentation skills;
• Evidence of data driven decision-making skills;
• Highly organized yet flexible; and
• Strong knowledge of community based resources.

• Provide technical assistance to schools in supporting students identified with behavioral needs impacting school success. Services include training, consultation and direct service; coordinating with the district PBS initiative;
• Through a collaborative team approach, assist instructional staff in functional behavioral assessments (FBA) for individual students. Assist teachers and ancillary staff in assessing behavioral needs and supporting needed intervention and differentiation strategies;
• Through a collaborative team approach, assist instructional staff in the development of functional behavioral intervention plans (BIP) for individual students with behavioral needs.
• Assist staff in developing meaningful, developmentally appropriate goals and objectives that lead to skill acquisition.
• Employs a wide variety of strategies to program for and assess skill acquisition, maintenance, and generalization.
• Provide consultation, modeling and coaching of evidence-based behavioral techniques for instructional staff e.g., teachers, educational assistants, ancillary and support staff, as needed;
• Assist schools with data collection and preparation of reports for the purpose of documenting case history, assessments, behavior goals, behavior intervention plans and progress monitoring of goals and behavior intervention plans.
• Evaluate and coordinate professional development related to evidence-based, positive behavior intervention and support for all instructional staff;
• Research evidence-based behavioral interventions and provide content knowledge and resources to staff about behavioral techniques: teaching strategies, assessments, documentation, differentiation and Response to Intervention (RtI);
• Provide technical assistance and training to district-wide & school-based crisis response intervention (CPI) teams;
• Provide technical assistance and training to the district wide mental health team (SHAC);
• Train district staff on suicide, harm to self and others and child abuse reporting protocols;
• Support district and staff administration in implementing district initiatives
• Collaborate and consult with Special Services, District and School Administration, Counselor, Special Education Instructional Leader (SEIL), Psychologist and School Social work teams to identify and address the needs of students with behavioral/social-emotional differences;
• Provide input to Special Services Directors regarding behavioral services and support across the continuum of alternative placements and least restrictive environments
• Provide schools assistance on developing and conducting a re-integration group plan for students who have been long term suspended, in an Interim Alternative Educational Setting (IAES) placement or transitioning to the public school setting from alternative schools; and
• Complies with state-approved New Mexico Administrative Code of Ethical Responsibility of the Education Profession and the RRPS Employee Standards of Conduct and upholds and enforces rules, administrative directives and regulations, school board policies, and local, state and federal regulations.

• Provides supervision and mentoring of professional development for employees within the Rio Rancho Public School District who are Board Certified Analyst (BCBA) candidates, Board Certified Assistant Analysts (BCaBA) and Registered Behavior Technicians (RBT), as appropriate;
• Collaborate with public and private agencies to ensure coordination of services that foster the student's development of pro-social skills, functional communication skills, and reduction of aggressive behavior, as needed;
• Travel from site to site and/or performs necessary home visits for the purpose of providing direct intervention, consultation, and collaboration for students and families; and
• Employee may be assigned other duties based on the needs of the district during the term of employment.

• One (1) transcript from each crediting college or university; and
• Copy of Professional License.

Rio Rancho Public Schools